《chapter7processinginstructionandstructuredinput资料》由会员分享，可在线阅读，更多相关《chapter7processinginstructionandstructuredinput资料（94页珍藏版）》请在金锄头文库上搜索。
1、1/94,Chapter 7,Processing Instruction and Structured Input,2/94,In this chapter we explore:,The nature of input processing Processing instruction: grammar instruction that has structured input at its core Research on processing instruction that demonstrates its effectiveness A set of guidelines for
2、developing structured input activities,3/94,Input processing,Traditional instruction consisting of drills in which learner output is manipulated and the instruction is divorced from meaning or communication is not an effective method for enhancing language acquisition. What is needed is a new pedago
3、gy of grammar instruction that takes as its point of departure what we know about how grammatical forms and structures are acquired. This pedagogy needs to work with input and with the processes learners use to get data from that input.,4/94,Input processing,Of concern is input processing, how learn
4、ers initially perceive and process linguistic data in the language they hear. In input processing, learners might encounter their first problems in dealing with the properties of the new language. We must come to some understanding of what input processing looks like.,5/94,Intake from input,Input pr
5、ocessing is concerned with those psycholinguistic strategies and mechanisms by which learners derive intake from input. Intake refers to the linguistic data in the input that learners attend to and hold in working memory during online comprehension.,6/94,Form,Research on input processing attempts to
6、 explain how learners get form from input while their primary attention is on meaning. Form here is defined as surface features of language, although input processing is also relevant to syntax.,7/94,The most complete model,VanPatten (1996,2003b) presents the most complete model of input processing
7、in SLA. The role of working memory is important in this model since some of the principles are predicated on a limited capacity for processing. Humans develop mechanisms that allow them to selectively attend to incoming stimuli. Without such mechanisms, there would be informational overload.,8/94,Va
8、nPattens Principles,Principle 1(P1). The Primacy of Meaning Principle. Learners process input for meaning before they process it for form. P1a. The Primacy of Content Words Principle. Learners process content words in the input before anything else. P1b. The Lexical Preference Principle. Learners wi
9、ll tend to rely on lexical items as opposed to grammatical form to get meaning when both encode the same semantic information. Example: I went to the store yesterday.,9/94,VanPattens Principles continued, P1c. The Preference for Nonredundancy Principle. Learners are more likely to process nonredunda
10、nt meaningful grammatical form before they process redundant meaningful forms. Examples: I went to the store yesterday. (redundant past) I went to the store. (non-redundant past),10/94,Principle 1c,In this principle, “more”, “less”, and “nonmeaningful” refer to the communicative value that a grammat
11、ical feature contributes to overall sentence meaning. Communicative value refers to the meaning that a form contributes to overall sentence meaning and is based on two features. +/- inherent semantic value +/- redundancy,11/94,Communicative value,A form that can be classified as having inherent sema
12、ntic value and is not a redundant feature of language, will tend to have high communicative value. For example: In English verbal morphology, -ing tends to have high communicative value: 1) It has inherent semantic value because it encodes progressive aspect (i.e., -ing = in progress) 2) -ing tends
13、to be high in communicative value because it is seldom redundant in naturally occurring discourse since no lexical information in the utterance co-occurs to provide cues to aspect.,12/94,Nature of communicative value,In order to grasp the semantic notion of “in progress” the L2 learner of English mu
14、st process the verbal inflection ing in the input. The nature of communicative value is important for input processing. The more communicative value a form has, the more likely it is to get processed and made available in the intake data for acquisition (P1d).,13/94,Conversely,The less communicative
15、 value a form has, the more likely learners are to “skip” it in the input. For learners to process forms of little or no communicative value in the input, they must be able to comprehend an utterance such that the act of comprehension does not tie up all their attentional resources.,14/94,VanPattens
16、 Principles continued,P1d. The Meaning-before-Nonmeaning Principle. Learners are more likely to process meaningful grammatical forms before nonmeaningful forms irrespective of redundancy. Example: Los gatos negros. (masculine non-meaningful) (plural “s” meaningful),15/94,VanPattens Principles continued, P1e. The Availability of Resources Principle. For learners to process either redundant meaningful grammatical forms or non-meaningful forms, the processing of overall senten
